A Study Of The Practice Of Integrating Language Skills In The Teaching Of English Three Government Primary And Secondary Schools In Focus

The main concern of this study was to assess integrated-skills teaching/learningrnprocess at grade nine level. To this end, three schools in Addis Ababa werernpurposefully selected to be the settings of the study; and all the 25 Englishrnlanguage teachers who taught English at grade nine level in the schools alongrnwith 164 students of grade nine in the schools were the subjects of the study. Torncollect the necessary data for the study, two sets of questionnaires (one for thernteachers and another for the students) were employed as the main data collectingrntools. Besides, classroom observations and document analysis (analysis of thernTeacher’s Guide) were employed as supporting instruments so as to triangulaternthe findings of the questionnaires. Then, the collected data were analyzed usingrnboth quantitative and qualitative methods of data analysis.rnThe study revealed that the teachers had high theoretical orientations andrnunderstanding of integrated-skills teaching principles. On the other hand, it wasrnfound that the teachers lacked practical skills of implementing integrated-skillsrnteaching in classrooms. The study further showed that the teachers sometimesrntaught two language skills in integration in reading, listening, speaking andrnwriting lessons; they hardly taught four language skills in integration in thesernlessons. Moreover, the teachers rarely used communicative activities and projectrnwork when they taught language skills in integration. The study also portrayedrnthat most of the teachers could not effectively play their ‘managerial roles’ whenrnthey taught language skills in integration; and they hardly used various teachingrnaids and equipment when they taught language skills in integration.rnInsofar as the contribution of the new Teacher’s Guide to integrated-skills teaching/rnlearning is concerned, the study indicated that the new Teacher’s Guide createdrna fertile ground for integrated-skills teaching/learning in the classroom.rnHowever, the teachers did not have the new Teacher’s Guide on their hand.rnFurthermore, the study showed that the teachers frequently used whole classrnorganization at the expense of pair and/or group organizations when they taughtrnlanguage skills in integration. Similarly, the study revealed that a number ofrnimpediments which related to the schools, the students and the teachers directlyrnor indirectly hampered integrated- skills teaching/learning process in classrooms.

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